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Social Science and Humanities Journal

Emotional Intelligence and Academic Achievement of Primary

School Students in Malaysia
1
Noor Haslinda Shuib, 2Noriah Mohd. Ishak, 3Salleh Amat & 4Ismail Ahmad
1
Institute of Teacher Education, Technical Education Campus, Negeri Sembilan
2
Pusat PERMATApintar Negara, Universiti Kebangsaan Malaysia
3,4
Faculty of Education, Universiti Kebangsaan Malaysia
Abstract: - Many researchers believe that high emotional intelligence (EQ) is a driving force for excellence
in academic achievement. Thus, this study is conducted to identify the extent of contribution of eight EQ
domains to academic achievement of primary school students. A total of 918 students in Grades 3 and 4
were involved. The results showed that the level of EQ among primary school students was 73.74%. The
ranking of EQ domain according to the highest performance was spirituality (88.60%), and followed by self-
awareness and empathy (77.69%), self-motivation (77.22%), maturity (72.58%), social skills (69.50%), self-
confidence (67.68%) and self-regulation (63.42%). Thus, six from the eight domains (self-motivation, self-
regulation, spirituality, self-awareness, empathy and self-confidence) were found to significantly contribute
to student's academic achievement. The findings can be used by teachers, counselors, psychologists,
academics and those involved in child development to develop EQ-related programs to ensure students'
excellence in academic field.
Keywords: emotional intelligence, academic achievement, primary school students.
Introduction
Over the last few centuries, philosophers and emotion can be handled well. Management is not
psychologists have made 'emotion' as an important merely about self-emotion, but it also involves the
issue to debate due to its high impact on academic emotions of others particularly those who are
and career excellence. Among the aspects that are significant to them. Thus, EQ is defined as the
often discussed are the needs of a student to manage ability of oneself to recognize, understand, analyze
well his/her emotion in order to achieve outstanding and control his/her emotions as well as others while
academic achievements. However, it is easy for an living a daily life, such as self-relationships and
individual to show emotions, but it is usually surrounding community (Goleman, 1996).
difficult to control such emotions to be appropriate Goleman (1996) further elaborates the advantages
in specific times, places, situations and individuals. of EQ domain such as self-motivation, stress relief,
In other words, appropriate emotions are difficult effective communication, empathy towards others,
for an individual to practice and tackle without skill. overcoming challenges and solving conflicts.
Hence, a few psychologists have developed Hence, individuals with high EQ are usually
emotional management models to address associated with those who always have success in
Emotional Intelligence or Emotional Quotient (EQ) life.
(Bar-On, 2000; Goleman, 1996; Mayer, Salovey & A study reported by Chong, Zamri and Hamidah
Caruso, 2004). (2013) found that there is no significant difference
The above description explains that the concept of in level of students’ EQ according to gender,
EQ is associated with one's ability to manage a suggesting that EQ-related programs in schools
variety of emotions in a proper manner so that each should not differentiate male or female students. On

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Noor Haslinda Shuib et al /Emotional Intelligence and Academic Achievement of Primary School Students
in Malaysia
the other hand, if viewed from a different
perspective, the program should take into account
their capabilities in certain subjects such as Malay
Language (Chong et al., 2013), English (Elhaj,
2015) and Mathematics (Ramirez et al., 2016) to
enhance their achievement in those subjects. In fact,
Minaabad and Rad (2016) emphasized the ability of
students to master two languages depends largely
on their EQ level. Therefore, Minaabad and Rad
(2016) recommended that EQ should be taught or
exposed to primary school teachers. In fact, Elhaj
(2015) suggested that English curriculum could be
better taught when EQ domains are applied in the
teaching process.
In the meantime, many EQ-related studies using a
special model which had been introduced by
western researchers, but did not contain a spiritual
domain. This model will not provide
comprehensive insights if studies are conducted on
primary school students in Malaysia as their parents
are so concerned about religious matters. Besides,
there are also a handful of students who do not care
about spiritual elements while in schools. They
often violate religious laws such as ‘khalwat’,
molest attempts, sexual promiscuity and many more
(Salleh et al., 2016). Therefore, using the EQ
model from the western researchers, the spiritual
aspect should be included in the model to suit the
culture of schoolchildren in this country. Therefore,
this study uses the Goleman Model (1996) adapted
from Noriah et al., (2004) to identify the
relationship between EQ and students' academic
achievement with several program proposals for
improving the specific EQ domain; in particular the
spiritual aspect.
In conclusion, majority of the previous studies have
shown that EQ is significantly related to academic
achievement. High EQ level leads to high academic
achievement for a student. In addition, EQ is an
important predictor for academic achievement
(Mega, Ronconi, & Beni, 2014), but the
linkages between these two variables continue to be
questioned. For example, there is a weak
relationship between EQ and achievement of Malay
Language subjects among students as reported by
SSHJ 2018, VOL-2, ISSUE-9, Page no. 594-601
Chong et al. (2013), and thus EQ is not directly
linked to academic achievement, but it can be
suggested in improving their performance (Garg,
Levin, & Tremblay, 2016). At the same time,
intrinsic motivation (Bouffard et al., 2003) and
social awareness (Minaabad & Rad, 2016) have not
contributed substantially to academic achievement.
Based on the above arguments, EQ-related studies
need to be continuously carried out to obtain
stronger and more reliable findings.
Research Objectives
Generally, this study aims to examine the extend of
EQ domains that contribute to academic
achievement of primary school students. Therefore,
it is important to look at EQ domains consisting of
self-awareness, self-confidence, self-regulation,
self-motivation, empathy, social skills, spirituality
and maturity, which may influence student's
academic performance. Hence, the objectives of
this study are as follows:
To identify EQ levels among primary school
students.
To identify the level of students’ EQ domains, i.e.
self-awareness, self-confidence, self-regulation,
self- motivation, empathy, social skills, spirituality
and maturity.
To identify the EQ domain that contributes to
students’ academic achievement.
Research Methodology
Population and Research Samples
A total of 918 primary school students of Grade 3
and 4 in Malacca, Malaysia were randomly selected
for this study. The ratio between male and female
students in this study was almost the same (N = 434
male students; N = 484 female students). Data for
students’ academic achievement were taken from
their final exam conducted by their respective
school.
Methodology and Research Analysis
The design of this study was a survey using
questionnaire as a means of data collection. Data
analysis procedures involved descriptive and
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in Malaysia
inferential analysis. Descriptive statistics, such as motivation, self-esteem, empathy, social skills,
frequency, percentage, mean and standard spirituality and maturity on students’ academic
deviation, were used to analyze EQ level and achievement. Interpretation of Emotional
academic achievement of students. Furthermore, Intelligence Index Values was used to interpret the
inferential statistics, i.e. multiple regression analysis EQ level. The interpretation is described as shown
was used to predict the contribution of EQ domain in Table 1.
factors such as self-awareness, self-regulation, self-
TABLE 1
Interpretation of EQ Index Values
Percentage value of EQ Index Interpretation
81 until 100 The emotional intelligence traits inherent within an individual can become his strength
and should be fully utilized.
61 until 80 The trait of emotional intelligence within an individual can be his strength, but it
should be sought in that individual.
41 until 60 The emotional intelligence traits needed by an individual are weak and need to be
developed.
Less than 40 The emotional intelligence traits that should be within an individual are at a very weak
level and need to be built as soon as possible.

(Noriah & Siti Rahayah, 2005)

Measurement Tools MEQI-C has undergone validity and reliability
testing. Based on the CFA test of the items in
This study used the Malaysian Emotional Quotient
MEQI-A, the loading items received for MEQI-C
Inventory-Children (MEQI-C) as a measuring tool
are as follows: (i) Intrapersonal competence of the
for children version which was adapted from Siti
self-awareness domain (EQ1 = 0.48, EQ2 = 0.58
Aishah (2006) from the adult version of Malaysian
and EQ3 = 0.72), self-confidence (EQ4 = 0.28, EQ7
Emotional Quotient Inventory-Adult (MEQI-A)
= 0.69 and EQ8 = 0.65) and self-motivation (EQ9 =
developed by Noriah et al. (2004). MEQI-C
0.70, EQ10 = 0.62 and EQ11 = 0.37); (ii)
contained 30 items with 'Yes' and 'No' as the
Interpersonal competencies for empathy domain
measurement scales. There were two main sections
(EQ13 = 0.46, EQ16 = 0.61, EQ15 = 0.73 and
in MEQ1-C: (i) respondent's profile such as name,
EQ14 = 0.46) and social skills (EQ18 = 0.56., EQ17
school name, age, class, gender, number of siblings
= 0.46 and EQ19 =.66) ; (iii) Spiritual domain
and birth position in the family; and (ii) statements
(EQ20 = 0.37, EQ21 = 0.35, EQ22 = 0.80 and
that measured eight domains and some subdomains
EQ23 = 0.48); and (iv) maturity domain (EQ26 =
of emotional intelligence. Fifteen items represented
0.56, EQ27 = 0.71, EQ30 = 0.52 and EQ28 = 0.60)
the intrapersonal competence; three items for self-
(Siti Aishah, 2006). Subsequent to the construct
conscious domain, three items for self-confidence
validity process, this measuring tool was analyzed
domain, six items for self-regulatory domain, and
to obtain credibility. The overall reliability value of
three items for self-motivated domain. Meanwhile,
this measuring instrument was 0.71. Therefore, it
seven items represented interpersonal competencies;
four items for empathy domain and three items for can be concluded that this measurement tool is
reliable because it is at a good level (Sherri, 2003),
social skills domain. Moreover, four items
and thus MEQI-C can be used in this study.
represented spirituality domain and four items
represent maturity domain.

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Noor Haslinda Shuib et al /Emotional Intelligence and Academic Achievement of Primary School Students
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Research Findings
Analysis of Students’ EQ Level
Table 2 shows that the students' EQ index was at
moderate level, the overall EQ mean percentage
was 73.74% (n = 918, SP = 1.25). Detailed analysis
based on each domain showed that the spirituality
domain (M = 88.60, SP = 1.82) was at high level,
where the mean score was greater than other EQ
TABLE 2
Level of Primary School Students’ EQ
EQ Domains Mean (%)
Self-awareness 77.69
Self-confidence 67.68
Self-regulation 63.42
Self-motivation 77.22
Empathy 77.69
Social skills 69.50
Maturity 72.58
Spirituality 88.60
Overall Mean of EQ = 73.74% SP = 1.25
Contribution of EQ Domains to Students
Academic Achievement
Based on Table 3, results from the study shows
significant six variants of the predictor, i.e. self-
motivation (β = .14, p < .05), self-regulation (β =
.14, p < .05), spirituality (β = .13, p < .05), self-
awareness (β = .15, p < .05), empathy (β = .11, p <
.05) and self-confidence (β = .06, p < .05) as the
contributing factors towards academic achievement
of students. The findings for a combination of six
EQ domains contributions were indicated by the R²
value. In this case, self-motivation (β = .27, p <
.05) contributed 7.2 percent (r = .27) variant
changes in academic achievement performance [F
(1,917) = 70.812, p < .05]. The combination
between two self-motivated variables (β = .23, p <
.05) and self-regulation (β = .22, p < .05) accounted
for 11.9 percent (r = .35) variant changes to
academic achievement [F (2,916) = 62.027, p <
.05].
In addition, when the predictor of spiritual variables
(β = .17, p < .05) was taken into account, the three
predictor variables were accounted for 14.5 percent
SSHJ 2018, VOL-2, ISSUE-9, Page no. 594-601
domains. The mean scores for other EQ domains
were at moderate level, such as self-awareness (M =
77.69, SP = 2.42), empathy (M = 77.69, SP = 2.28),
self-motivation (M = 77.22, SP = 2.68), maturity
(M = 72.58, SP = 2.51), social skills (M = 69.50, SP
= 2.88) and self-confidence (M = 67.68, SP = 2.31).
Similarly, self-regulatory domain (M = 63.42, SP =
1.94) was also at moderate level with the lowest
mean score compared to other domains.
SP Interpretation
2.42 Moderate
2.31 Moderate
1.94 Moderate
2.68 Moderate
2.28 Moderate
2.88 Moderate
2.51 Moderate
1.82 High
(r = .38) of variant changes in academic
achievement [F (3,915) = 51.612, p < .05]. The
combination of the independent predictor variables
(β = .15, p < .05) in four predictor variables
contributed 16.6 percent (r = .41) variant changes in
academic achievement [F (4,914) = 45.560, p <
.05]. Meanwhile, when the empirical predictor
variables (β = 0.11, p < .05) were taken into
account, the five predictor variables contributed
17.8 percent (r = .42) variant changes in academic
achievement [F (5,913) = 39.430, p < .05]. Finally,
the combination between the variables of self-
confidence predictor (β = .06, p < .05) in the six
predictor variables contributed 18.1 percent (r =
0.43) variant changes in academic achievement [F
(6,912) = 33.632, p < .05].
Discussion
High EQ levels are important for primary school
students in daily learning process. However, the
findings from this study showed that the overall
students’ EQ was at moderate level where self-
regulatory domain has the lowest mean. In other
words, there are things that need to be learned,
repaired and enhanced by students; for example
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in Malaysia
teachers can give assignments to specific students in
order to become more responsible and thus able to
develop their own regulatory domain. This finding
is in line with a study reported by Moreno (2017)
who believed that students with moderate EQ levels
TABLE 3
Contribution of EQ Domains on Variations of Students Academic Achievement
Model B Beta (β) T Sig.
Self-motivation .092 .141 4.347
Self-regulation .130 .143 4.490
Spirituality .126 .130 4.054
Self-awareness .111 .153 4.889
Empathy .086 .111 3.457
Self-confidence .048 .063 1.999
Based on the recommendation by Moreno (2017),
the moderate level of students’ EQ in this study was
more likely because they could not fully exhibit and
express emotion. Students were not only unable to
show their emotion freely, but more than that they
were reluctant to do so because of certain
constraints. Students often hide their feelings
particularly at the age of nine and 10 years in which
they are forced to abide the rules and regulations set
by adults. This situation is closely related to the
rank of heteronomous morality which is the first
stage in Kohlberg's moral development theory
(Zakri, 2014). It is therefore unfortunate that the
rules that are normally associated with moral and
cultural will also affect the level of openness in
expressing emotions. Nevertheless, there is still
room for the students to grow well as according to
Goleman (1996), the level of EQ can increase
through age and life experiences, and in fact EQ can
also be learned.
Furthermore, the findings of this study are contrary
to a study reported by Kranzler et al. (2016) which
was conducted on 204 children aged between seven
and 16 years old. According to Kranzler et al.
(2016), the level of emotional awareness of children
is low and this is a contributing factor to depression
and anxiety among them. Findings by Kranzler et
al. (2016) are quite alarming when linked to this
study because the level of students’ EQ at medium
level can be lowered if it is not well managed.
Hence, some programs need to be provided to a
SSHJ 2018, VOL-2, ISSUE-9, Page no. 594-601
cannot control their emotions completely.
Therefore, they need to learn how to identify and
understand the emotions of others and to express
their particular emotions accordingly for
developing more rational thinking (Moreno, 2017).
R2 Contribution (%)
.000 .072 7.2
.000 .119 11.9
.000 .145 14.5
.000 .166 16.6
.000 .178 17.8
.000 .181 18.1
certain number of students to improve their EQ
level. For example, students’ EQ can be improved
through group guidance using a particular module
which can be performed by applying therapeutic
play techniques in the module. The use of
therapeutic play to children is very appropriate as
the desire to play is their natural trait.
Although the overall EQ level of the students in this
study was moderate, however, high spiritual
awareness was the strength factor that can help the
students to participate. A high spiritual domain
explained that the students in this study were
capable of addressing issues in their daily lives as
appropriate, for example they can think positively
when facing problems. Therefore, students are
encouraged to use all the advantages in this domain
to maximize their potential. They deserve to be
viewed as highly prudent individuals, avoid
behavior that can harm themselves and others, and
always surrender to God in order to gain peace as a
student. In other words, high spiritual domain that
exists within the student is the natural strength for
themselves and should be used optimally (Noriah &
Siti Rahayah, 2005).
Spirituality is a part of religion which means that
not all spiritual values can be attributed to religion.
On the contrary, when discussing religion,
indirectly the spiritual aspect is involved because all
religious values have spiritual nature and both terms
can be used alternately. Based on this assumption,
it is not surprising that students in this study have a
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in Malaysia
high spiritual domain because Malaysian parents are
concerned about religious aspects in their lives.
This justification has also encouraged Noriah et al.
(2004) to conduct a study on EQ by improving the
Goleman Emotional Intelligence Model (1996).
They have added two very important new domains,
i.e. spiritual and maturity domain into the EQ
model.
Hence, multiple regression analysis in this study has
shown more detailed findings. From the eight EQ
domains analyzed, it was found that only six
domains, namely self-motivation, self-regulation,
spirituality, self-awareness, empathy and self-
confidence were the contributing factors to
students’ academic achievement. On the other
hand, two other domains of social skills and
maturity were not the determining factors which
could could be due to lack of social skills at a very
young age in a learning environment; for example,
they may feel awkward in practicing group learning
methods. From the maturity perspective, it is
difficult for the students to exhibit maturity of
emotions in that age especially during the learning
process at school.
In the meantime, the six domains described above
can be used as predictors of academic achievement
levels. In that regard, the EQ variable predicted
18.1 percent of variance change in academic
achievement. This finding is different from
academic achievement in the EQ domain of UAE
(Understanding and Analysing Emotions) which
only associated to 11 percent variance change in
both reading and counting performance (Billings et
al., 2014). It can therefore be concluded that the
contribution of the EQ factor to the academic
achievement in this study can be considered
substantial compared to the study conducted by
Billings et al. (2014). Finally, from the 18.1 percent
variance, it is understandable that apart from the
EQ, there are several other factors that could also
contribute to student academic achievement such as
learning style, IQ, socio-economic status, classroom
environment and teaching method.
Furthermore, findings from this study showed that
the self-motivation domain was a major factor in
SSHJ 2018, VOL-2, ISSUE-9, Page no. 594-601
contributing to academic achievement. Self-
motivation variable contributed 7.2 percent of
variance in student's academic achievement. This
finding is contrary to Bouffard et al. (2003), but
similar to that reported by Supardi et al. (2016).
Supardi et al. (2016) found that high self-motivation
is an important factor in improving student
academic achievement. High self-motivation means
a strong will or spirit of the student which is the key
driver for them to work diligently to achieve
success and excellence. When students have high
level of diligence in learning and performing tasks,
it can help to improve their EQ and thus they tend
to achieve high academic achievement.
Implications and Recommendations
This study provides theoretical and practical
implications for education, counseling and
psychotherapy. From the theoretical point of view,
this study corresponds to the formula by Billings et
al. (2014) which stateds that EQ and academic
achievement can be assessed among early
adolescent children. As a result, this study involved
children as early as nine and 10 years old, so the
data obtained were so valuable to examine the level
of their EQ development. Therefore, EQ-related
studies should not only be concentrated in adults,
but study on primary school students should be
conducted continuously to find the best ways to
increase their EQ level. The findings can be used by
teachers, counselors, psychologists, academics and
those involved in child development to develop
appropriate programs.
Based on the Goleman EQ Model (1996) adapted
by Noriah et al., (2004), the dimensions of self-
awareness, self-regulation, self-motivation,
empathy, social skills, spirituality and maturity are
factors that have contributed to academic
achievement. However, findings from this study
have given a new perspective to the model
developed by Goleman. In this study, the domain
of social skills and maturity could not be regarded
as factors that can contribute to academic
achievement of students. In addition, the study also
shows that self-confidence domain as introduced
by Siti Aishah (2006) also contributed to academic
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in Malaysia
achievement. Hence, the relevant EQ model for
children to be used in future research is to include
the domain of self-awareness, self-regulation, self-
motivation, empathy, spirituality and self-
confidence. It can therefore be concluded that these
six domains can form an EQ model for children.
Conclusion
Overall, this study has succeeded in achieving the
objectives outlined. The students involved in this
study have moderate EQ levels because they could
not express emotion due to cultural constraints and
moral rules set by adults. However, this moderate
EQ level was offset by their high spiritual domain
due to parenting styles of parents in Malaysia. In
addition, this study has reinforced the Goleman EQ
Model which was culturally improved by Noriah
(Noriah et al., 2004) which assumed that there was
an association between EQ and academic
achievement. Finally, in the EQ domains which
were studied, self-motivation domain was the
crucial factor for the students to achieve excellent
academic achievement. Therefore, teachers, parents
and community members are expected to play
pivotal role in enhancing student’s motivation
through various methods and expertise.
Finally, this study has pointed out that the existing
EQ model was not entirely applicable to very young
children. For example, this study has proven that
the domains of social skills and maturity did not
affect their academic achievement. Therefore,
modifications and improvements should be made to
the domains in the EQ model to explain the
differences of EQ in children compared to adults.
Students should be aware of the importance of EQ,
particularly through domains of self-awareness,
self-regulation, self-motivation, empathy,
spirituality and self-confidence in improving their
academic achievement. With high EQ, students are
able to control emotions, show positive attitudes
related to academic achievement and learn to adapt
to the problems faced in their learning process.
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